Red Rock Central Public School District #2884

World’s Best Workforce Plan

 

 

 

 

 


Superintendent-Bruce Olson

olsonb@rrcnet.org

 

The 2015-2016 World’s Best Workforce Plan was approved by the District 2884 School Board in the fall of 2016.  It is discussed and approved by the District Advisory Committee to inform residents about developments in curriculum, instructional practices, test data, SMART GOALS, and student learning throughout the district.

District Advisory Committee

Bruce Olson: Superintendent & K-4 Principal

Ron Kelsey: RRC Board Member

Phil Goetstouwers: 5-12 Building Principal

Leonard Runck: Technology Coordinator/Parent

Kathy Wacker: Preschool Teacher/Parent

Curt Determan: RRC Parent

Lisa Broughton: RRC Parent

Craig Myers: RRC Parent

Brett Baumann: RRC Parent

Deb Pack: Paraprofessional

Trevor Pederson: Student Body President

 

District Advisory Committee met and approved plan on 9/18/2016

 

Mission & Vision

Red Rock Central’s mission and vision is to offer high-quality education in a dynamic, supportive learning environment and help all learners develop the knowledge, skills & attitude necessary to lead healthy, productive, fulfilling & socially responsible lives in a diverse and changing world.”

 

 

Overview

US News & World Report has ranked Red Rock Central Secondary as one of America’s Best Schools and have received Silver and Bronze recognition for the last 8 years!

Minnesota Department of Education has Red Rock Central Elementary designated as a REWARD school for growth and proficiency.

The U of M Humphrey Institute recognized RRC as “1 of 10 Best Prepared High Schools for College in rural MN”!

Standard and Poor’s rated the elementary as a “Top Performing School in MN”!

MinnCan rated RRC in Minnesota’s top 10 Best Schools!

Only Digital Fabrication Laboratory (FABLAB) in SW MN and smallest school in US to have one!

1 to 1 iniative: iPads K-2 and Microsoft Surface Tablets in preK and grades 3-12!

We offer concurrent enrollment, which means students have the opportunity to take college level classes for college credit.  We also offer Advanced Placement® course work and exams as well. The AP® participation rate at Red Rock Central Secondary is 47 percent.  Last year, 6 of 10 students who took the AP Statistics exam received a 3 or higher, which allows the possibility to receive college credit for the course. 

 

 

Red Rock Central Elementary K-4

100 6th Avenue East

 Lamberton, MN 56152

    

Principal- Bruce Olson     olsonb@rrcnet.org

 

 

·        Accelerated Reader, Love to Read Month, Dental Health Awareness, Nutrition Education Program, Fire Prevention Week, Read Naturally

·        Small class sizes with individual attention

·        Approximately 13 students per teacher ratio

·        Each student Pre-K thru 4 has their own  Microsoft Surface tablet or Mini iPad

·        4-6 basketball, K-6 youth wrestling, Plum Creek Soccer League, 4-6 youth football, Student Council

·        3+ yearly Lyceums focusing on childhood issues and character development

·        Integration days with neighboring schools

 

Red Rock Central Middle School and High School 5-12

     100 6th Avenue East

     Lamberton, MN 56152

    

Principal- Phil Goetstouwers     goet@rrcnet.org

 

 

·        Composition (4),  College Speech (3) College Algebra (3), AP Geography & AP Statistics (3-4), College Literature(3), Auto shop (3)

·        Online JMC System for grades, schedules, lunch accounts, and attendance

·        Each student grades 5-12 has their own Microsoft Surface tablet

·        Digital Fabrication Laboratory, Automotive, Cisco Networking, AutoCAD, Occupational Training, RRCNET, Welding, Woodshop, Graphic Design

·        Football, Volleyball, Boys & Girls Basketball, Wrestling, Baseball, Softball, Gymnastics, Boys & Girls Golf, Track

·        National Honor Society, FCCLA, FFA, Annual Staff, Student Council, Knowledge bowl

·        Band, Choir, Fall Musical, One Act Play, Spring Play

 

 

DISTRICT GOALS

Goal 1: All Students Ready for Kindergarten

Goal 2: All Students in Third Grade Achieving Grade-Level Literacy

Goal 3: Closing Achievement Gap

Goal 4: All Students Career and College Ready by Graduation

Goal 5: All Students Graduate

 

 

Goal 1: All Students Ready for Kindergarten

Discovery Garden Preschool

Families in our district are provided an opportunity to participate in the “Discovery Gardens” preschool program in Lamberton. The district also offers Early Childhood Special Education Services.

Our goal is to have 100% of our students have the necessary skills to enter kindergarten in the following school year. To accomplish this, our Discovery Gardens preschool program, our ECFE program, and our School Readiness program provide the needed services to prepare our students for kindergarten.  

 

 

·        RRC offers a preschool class for children who are 3-4 years old

o   Consists of 5 hours per week

·        We also offer a pre-k class for children who are 4-5 years old

o   These classes are full school days, twice a week

 

 

 

 

 


We implement effective pre-school screenings and provide necessary support services to families Early Childhood Special Education (ECSE) or interventions for families to achieve school readiness.

We use Core Knowledge Assessments in addition to our own progress assessments throughout the school year to ensure school readiness.

We also use the Minnesota Early Childhood Indicators of Progress, which is intertwined into the daily lessons and hand on experiences provided within the classroom.

 

We also use Core Knowledge Curriculum and are part of the Reading Program that grades K-2 uses.  We also incorporate (ECSE) into our general education classroom.

 

A progress report is used to maintain and collect specific data related to kindergarten readiness. This data is collected in the fall upon entrance and again in spring prior to exit.

 

After the collection process is complete at the end of the year, a collaborative approach is used to determine the school readiness for each potential kindergarten student.

 

All students are eligible to advance to kindergarten, but we use two main criteria to determine if they are kindergarten ready:

 

1.     Academically:  (i.e., screenings, assessments and work samples)

2.     Maturity (i.e., working in groups and fine motor skills)

 

 

Results at the end of 2015-2016 school year:

 

·        In Jeffers, 11 students were assessed as kindergarten ready at RRC under both criteria.

o   8 went to kindergarten

o   0 retained

o   3 started kindergarten in another district

·        In Lamberton, 11 students were assessed as kindergarten ready under both criteria.

o   All 11 went to kindergarten

o   0 retained

·        7 ECSE students were assessed as kindergarten ready under both criteria.

o   4 went to kindergarten

o   2 were retained

o   1 moved

 

 

 

 

Goal 2: All Students in Third Grade Achieving Grade-Level Literacy

 

District 2884, Red Rock Central Elementary Public School

Local Literacy plan

 

Approved May 18, 2016 by Red Rock Central’s Board of Education

 

The purpose of this literacy plan is to ensure that ALL students will achieve grade-level proficiency and read well by Grade 3.

 

Literacy Plan Summary:

 

Our district is currently using Superkids, a comprehensive core reading and language arts program, to teach reading in Kindergarten through grade 2.  The program is based on scientific research that validates that phonics-based instruction is the best way to teach children to read.  The goal of the Superkids Reading Program is to produce skillful, confident readers and writers.  Each level of the program provides the systematic phonics-based reading instruction that children need and the engaging fiction and nonfiction reading material they love.  Reading is taught with spelling and writing so children can express their own ideas in stories, reports, letters, and more. Included in this program are components for guided reading, read aloud, shared reading and independent reading.  Each classroom has purchased the Superkids Reading library for their grade level.  Our district will be using the reading series Reading Wonders to teach grades 3-6.  Reading Wonders is a basal reading program. Included in this program are components for guided reading, read aloud, shared reading, leveled reading and independent reading.   To enhance this curriculum, our district has an elementary library with a variety of fiction and nonfiction reading materials, covering a wide range of reading levels.  Each classroom also has their own reading center where students can enjoy books and other resources selected by their classroom teacher.  All K-3 students receive classroom reading instruction for a minimum of 90 minutes each day.  The district uses Accelerated Reader (AR), which is a computerized program that tests basic reading comprehension.  Students select books from their reading level, read independently and take an independent comprehension test on the computer.  Each book is worth a certain number of points based on its length and reading level.

 

All students in grades K-2 are given the Measures of Academic Progress (MAP) screening/benchmarking assessment three times throughout the course of the year in fall, winter, and spring.  Using this data along with data from the Standardized Test for the Assessment of Reading (STAR), local checklists and teacher observations, struggling and at-risk students are identified and referred for interventions.  Specific interventions are based on further assessments, and the interventions are implemented through the collaborative efforts of the classroom teacher and other specialists. Progress is monitored regularly and if the intervention selected is not working, another intervention is selected and implemented.  Students not responding to these interventions are referred for special education services.  Parents are kept informed of their child’s progress. 

 

The goal of the Red Rock Central district is to ensure that all learners successfully achieve the Minnesota K-12 Academic Standards in English Language Arts (2010) for their grade level.  The standards are aligned with the district’s curriculum to ensure that the standards are taught within the time available.

 

Specific information is included in the K-3 Literacy Plan that follows this summary.  For those who are interested in learning more about Red Rock Central’s literacy program, please contact: Mr. Olson at 752-7361 or olsonb@rrcnet.org.

 

Literacy Plan Goals and Objectives:

 

Overarching Goal:  All students will read at grade-level by Grade 3 as determined by the Reading Minnesota Comprehensive Assessments (MCA-IIIs).

 

Objectives:

Each year educators will review and disaggregate, or separate, reading data at grade levels K, 1, 2, & 3.  Proficiency, growth and trend data will be analyzed and used to set specific learning targets for each child and for each grade level of students.  Pre-K data will be accessed and utilized, when available.

 

The Q-Comp Professional Learning Communities review, annually, the effectiveness of current instructional practices including core instruction, differentiation, remediation and intervention.

 

Curriculum resources will be aligned to the most current standards.

 

Formative assessments will be used to modify instruction and to identify students who are not on pace to meet proficiency.  Students not on track will follow the local intervention plan. 

 

Professional Learning Communities will analyze the effectiveness of current literacy practices.  Special attention will be paid to closing the achievement gaps.  Best practices will be shared. 

 

 

Process of Assessment:

 

The Title 1 Teacher will administer the screening and diagnostic assessments listed below.

 

Measures of Academic Progress (MAP) and MAP for Primary Grades are used as benchmark assessments.  They are adaptive and sequential tests used to measure student growth.  The 2011 NWEA RIT Scale Norms provide growth and status norms in the following content areas: Reading,  Mathematics, General Science, and Science Concepts and Processes. The RIT scores for each grade level in Reading are listed in the following chart:

 

2011 Reading Status Norms (RIT Values)

Grade

Beginning-of-Year Mean

Middle-of-Year Mean

End-of-Year Mean

K

142.5

151.0

157.7

1

160.3

170.7

176.9

2

175.9

183.6

189.6

 

 

Students who do not meet the target score as listed above will be referred to Title I to work on specific skill deficit(s) using research-based assessments. Entrance criteria are based on a triangulation of assessment data with classroom teacher input.

Based on these diagnostic assessments, Measures of Academic Progress (MAP),  and Standardized Test for the Assessment of Reading (STAR), instruction and interventions will be matched to the student’s needs in one or more of the five pillars of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension). Progress monitoring data will be collected and analyzed on a continuing basis.

 

Based on Best Practices students will receive differing levels of support.  The first level of support occurs in the classroom with 90 minutes of core instruction delivered by the classroom teacher using the district’s reading curriculum that is aligned with the 2010 English Language Arts Standards.  Research-based reading instruction will address the 5 strands of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension).  Teachers differentiate instruction according to the needs of their diverse learners. 

 

Based on screening and diagnostic assessments, the second level of support identifies students not meeting grade-level targets who are, then, provided supplemental reading interventions according to their skill deficit(s).  This level of support will be provided by Title I.

 

Students not responding well to the interventions provided at the second level are referred to Special Education.

 

 

Parent Communication and Involvement:

 

The district will share the state-identified grade-level standards and how their child is progressing toward meeting these standards at conferences.  Information shared will include the core literacy instructional practices and the intervention supports that are used with students who are not on track to achieve benchmark targets that reflect grade-level content standards.

 

 Parents will continue to be informed of their child’s progress through quarterly report cards.  A list of potential supports that the parents can use to assist the child in achieving grade-level proficiency will be provided to the parent. 

 

Red Rock Central encourages parents to be involved in the literacy development for children PreK-3. The opportunities we provide for parents include:

·         Screening benchmark assessment data shared at conferences

·         Title I parent compact agreement

·         Title I parent night/advisory meetings

·         Title I newsletter

·         Parent/classroom newsletters

·         Home School Connect for Accelerated Reader (AR)

·         I Love to Read month activities

·         School website

·         Preschool/Kindergarten family and school collaboration

·         Early Childhood Family Education (ECFE)

·         Head Start

 

The following are resources and tools for parents, caregivers, and/or community members to use in support of literacy practices at home:

 

www.spellingcity.com- Spelling, Writing, Parts of Speech, Alphabetical Order

www.fcrr.org/FAIR_Search_Tool/FAIR_Search_Tool.aspz

www.softschools.com - games and worksheets

www.abcya.com- games for primary grades K-5

www.funbrain.com- games

www.tutpup.com- compete with kids from all over the world in games

www.apples4theteacher.com- games, quizzes, worksheets, and articles

www.squiglysplayhouse.com- games, brainteasers and much more

www.schoolfamily.com- parent resources and articles

www.internet4classrooms.com- parents resources with great links for students

www.pbskids.org- pbs characters and games to play

www.pbsparetns.org- articles about child development, food and fitness, education and more

www.https://hosted74.renlearn.com/234508/homeconnect/- AR

www.plumcreeklibrary.org- local library in Lamberton

https://teachers.rowlandreading.org/parents/login.aspx -Superkids Reading Program for parents and students

 

There are several IPAD apps that are available to parents also.  Parents are able to go to the Red Rock Central homepage and click on a link that will give IPAD apps for education.  There is also a link for computer sites. 

 

Scientifically-Based Reading Instruction:

 

The scientifically-based reading curriculum Red Rock Central Elementary uses is Superkids (K-2) and Reading Wonders (3-6) which is fully aligned for Common Core State standards and the Minnesota Academic Standards in English Language Arts (2010).  Instruction is differentiated. 

 

Professional Development:

  

Red Rock Central Professional Development is provided through:

 

At the beginning of the school year data will be disaggregated and analyzed in PLCs that will then create SMART student goals and plan Professional Development activities designed to address the needs identified by the data.  PLCs will provide regular opportunities to improve reading instruction in the five reading areas (phonemic awareness, phonics, fluency, vocabulary, and comprehension).

 

Communication system for annual reporting:

 

SEE TEMPLATE (excel document) FROM MD

E!

 

 

Stakeholder feedback:

 

1.      Was the Local Literacy Plan easy to find? 

 

2.      Is this document useful?

 

3.      Are the reading strategy links helpful for working with your child?

 

4.      Did you feel supported by the school district to help your child read well by 3rd grade?


Goal 3: Closing Achievement Gap

DISTRICT SPECIFIC ACHIEVEMENT AND INTEGRATION GOAL:

1)        Reduce Achievement Gap

 

DISTRICT SMART GOALS:

1)        The percentage of students who are proficient in reading will increase from 66.2% in 2013 to 83.1% for all students in 2017.

 

DISTRICT STRATEGIES FOR ACCOMPLISHING GOALS:

Reduce Achievement Gap

A)                RESEARCH BASED INTERVENTIONS: Provide a reading intervention based program to be conducted throughout the school year by a fully licensed teacher who specializes in reading strategies and interventions.  This small group intervention program will serve students who are struggling to understand reading concepts and will utilize research based response to intervention strategies supported by the “Reading Wonders” curriculum. The Reading Wonders curriculum is based on Common Core State Standards These interventions will utilize the “Wonder Works” Intervention strategies contained in this series. Targeted classes will be K through 6th grade.

B)                RESEARCH BASED INTERVENTIONS: Utilization of learnpad and Surface tablets to enhance classroom instruction, through the use of small group/individual integrated applications, in order to provide additional individualized learning opportunities for students.  Integrated technology that utilizes research driven content such as reading eggs, study island, or curriculum enhancements (in our school reading program) have produced positive results according to the 2012 John Hopkins research “Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers.”

 

 

 

EVALUATION PLAN:

A)                Proficiency growth on MCA’s will be kept for all students participating in the Red Rock Central School District. Tracking comparisons for Non Free and Reduced and Free and Reduced will be compared on a yearly basis to determine the effectiveness of our interventions

B)        FAST (Formative Assessment System for Teachers) benchmark data will be collected at the beginning of the year with growth benchmarking completed at the end of each quarter.

C)        Longitudinal FAST growth data will be analyzed for all groups utilizing Learnpads and Surface tablets to determine strategy effectiveness.

 

INDICATORS OF SUCCESS:

Proficiency Increases in Reading

 

 

 

 

 

 

 

 

 

Student Group

Baseline

2013

2015

Target

2015

RESULTS

2016

Target

2016

RESULTS

2017

Target

2017

RESULTS

Increase Target

All Students

66.7%

71.8%

65.9%

(-.8%)

77.4%

72.8%

(6.1%)

83.1%

 

16.4%

FRP Students

59.1%

64.8%

61.1%

(2%)

71.8%

66.3%

(7%)

78.8%

 

19.7%

Non FRP Students

71.9%

76.7%

69.4%

(-2.5%)

81.3%

77.3%

(5.4%)

85.9%

 

14.0%

 

Gap Decrease in Reading Proficiency        

 

 

 

Student Group

Baseline

2013

2015

Target

2015

RESULTS

2016

Target

2016

RESULTS

2017

Target

2017

RESULTS

Decrease

Target

Achievement Gap

8.4%

7%

4.8%

5.54%

6.5%

4.3%

 

4.2%

FRP Students

59.1%

64.8%

61.1%

71.8%

66.3%

78.8%

 

21.1%

Non FRP Students

71.9%

76.7%

69.4%

81.3%

77.3%

85.9%

 

13.9%

 

SUMMARY OF COLLABORATIVE GOALS:

1)        Increase Racial and Economic Integration among Students

2)        Increase College and Career Readiness of Underrepresented Students

 

 

COLLABORATIVE SMART GOALS:

1)        50% of Southwest Integration Collaborative students taking the ACT exam will participate in inter-district ACT    preparation courses as measured by course attendance and ACT exam rosters during the 2016-2017 school year.

2)        Southwest Integration Collaborative students participating in the ACT prep course will increase the district average         ACT composite score by 1 point over 2012-2013            scores with underrepresented sub groups attaining the same average     increase by    the end of the three year plan cycle.

 

STRATEGIES FOR ACCOMPLISHING GOALS:

Increase racial and economic integration among students

1)        COLLEGE CAREER READINESS FOR UNDERSERVED STUDENTS: Two inter-district ACT preparation courses per year will held at Marshall High School in the areas of Math, English, Math, Reading, and Science for all collaborative students intending on taking the ACT exam.

2)        RESEARCH BASED INTERVENTIONS: Environmental Science Camp – Environmental Science Camp will be offered for three days in April. The fifth graders of our Collaborative have the opportunity to travel to northern Minnesota where they stay together stay at a camp facility on Lake Carlos.  This camp brings students from many cultures together and engages them in hands on learning.  Environmental Science camp has structured, objective based lessons that align with Minnesota standards (see submitted handout). Transportation and all camp costs are provided to all students.  Staff and parents are involved in the programming and supervision during this camp.  This strategy fulfills the requirement to receive incentive revenue.

 

 

 

 

 

Increase college and career readiness of underrepresented students

1)        COLLEGE CAREER READINESS FOR UNDERSERVED STUDENTS Two inter-district ACT preparation courses per year will held at Marshall High School in the areas of Math, English, Math, Reading, and Science for all collaborative students intending on taking the ACT exam.

2)        COLLEGE CAREER READINESS FOR UNDERSERVED STUDENTS: To increase awareness and encourage participation, Southwest Integration Collaborative schools will show the MDE Dual Enrollment video to all 10th and 11th grade students’ prior registration each year of the plan cycle.

 

EVALUATION PLAN:

1)        Each member district will establish baseline data and annually track participation as well as effect on ACT scores.

2)        Each member district will maintain desegregated data to determine the impact of the prep coursework amongst            participating and non-participating students.

3)        Each member district will maintain participation data that will track the number of             underrepresented students             participating in prep coursework as well as the number            of underrepresented student taking that ACT.

4)        Each member will maintain longitudinal ACT result data that will be annually reported to the Collaborative             Coordinator.

 

INDICATORS OF SUCCESS:

1)        Annual increase in the percentage of students participating in ACT preparation courses.

2)        Annual progression increase towards the goal of 50% of collaborative student taking the ACT exam participating in          inter-district ACT prep courses.

3)        Annual progression towards achieving an increase of district average ACT composite scores by 1 point over 2012-2013          scores with underrepresented sub            groups attaining the same average increase by the end of the three year plan cycle.

4)        Annual increase, throughout the plan cycle, of enrollment in college preparation courses within individual district high          schools.

 

 

 

 

Creating Efficiencies and Eliminating Duplicative Programs:

Members of the Southwest Integration Collaborative share in the responsibility of the costs to operate the inter district integration and achievement collaborative as approved by the joint powers committee.  Each member district receives 100% of integration and achievement funding and remits payment to the Collaborative Fiscal Host (Westbrook-Walnut Grove) for invoiced expenses incurred by the collaborative.  Collaborative expenses are determined based upon student count ratios.

 

The strategies identified in the collaborative plan have created efficiencies amongst collaborative member by creating one central opportunity for all schools to attend in order to prepare their students for the ACT, eliminated the need for individual schools to pay for separate instructors and materials, and allows for the use of experiences and highly qualified staff throughout the districts to provide the highest quality experience possible for students.

 

Community Input:

The collaborative plan is developed by the multi-district planning committee and is reflective of individual district’s integration and achievement goals.  Each district of the Southwest Collaborative, as part of their community reporting and feedback meetings, will provide the collaborative plan and assessment results to their communities in order to provide transparency of process, information, and also to seek further input for future plans and budgets.

 

Results:

Red Rock Central

Grad Year

Total Tested

English

Mathematics

Reading

Science

Composite

Prep Class Participants

2013

16

22.3

23.4

24.3

22.4

23.1

0

2014

20

20.5

21.8

22.6

22.8

22.1

0

2015

17

22.3

23.6

23.9

23.4

23.5

0

2016

35

18.5

20.9

20.5

20.7

20.3

35

2017

 

 

 

 

 

 

33

 

Goal 4: All Students Career and College Ready by Graduation

 

It is our goal to have all students be career and college ready by the time they graduate.

 

We will accomplish this goal by means of:

·        Develop an individual career and college plan for each student in grades 9-12 and provide support throughout their high school career

·        Require Lifesmarts and Personal Finance classes as part of graduation requirements, which extensively explores colleges and careers

·        Incorporate Minnesota Careers and Information System (MCIS) as part of our 9th grade social studies curriculum

·        Implement effective research-based strategies listed under previous goals

·        Use local and state standards on assessments to determine proficiency and career and college readiness

·        Disaggregate the data for individuals, grades tested and grade cohorts and use Multiple Measurement Ratings to determine growth

·        Offer classes for college credit

o   Concurrent Enrollment classes

o   Advance Placement classes

o   Articulated Agreement classes

·        Have effective Professional Learning Communities (PLC’s) through Q-comp

·        Evaluate teachers and principals annually

·        Offer two inter-district ACT preparation courses per year at Marshall High School in the areas of Math, English, Math, Reading, and Science for all collaborative students intending on taking the ACT exam

·        Show the MDE Dual Enrollment video to all 10th and 11th grade students’ prior registration each year of the cycle

 

ASSESSMENTS RESULTS

Red Rock Central is consistently one of the highest, if not the highest, performing school in ALL assessments in SW Minnesota!!!

Goals:

1) To improve our proficiency scores by 1%, but at the very least, maintain our high proficiency scores.

2) To remain a top performing school in SW Minnesota!!!

2016 District Reading Proficiency

District Math Proficiency               District Science Proficiency

 

Red Rock Central School District 2011-2016 MCA Proficient %

 

2011-2016 Math Proficiency 

We continue to strive to be above the state average by at least 8% in math proficiency.                

 

 

2010-2012 MCA-II Reading Proficiency & 2013-2016 MCA-III

We continue to strive to be above the state average by at least 6% in reading proficiency.

   

 

2012-2015 Science MCA-III All Grades vs Statewide

We continue to strive to be above the state average by at least 1% in science proficiency.

 

RRC MCA

Science Trends

Composite ACT Scores

Goal: We strive to be above the state average by at least 1 composite point in ACT Composite scores in addition to having the highest composite ACT scores in southwest Minnesota.

ACT Test Results since 2007

Total Tested

English

English

Math

Math

Reading

Reading

Science

Science

Composite

Composite

Grad Year

RRC

State

RRC

State

RRC

State

RRC

State

RRC

State

RRC

State

2007

21

43534

21.5

21.8

22.6

22.5

23.1

22.8

22.1

22.5

22.5

22.5

2008

25

44863

21.4

21.9

23.1

22.6

21.9

23

22.3

22.5

22.3

22.6

2009

16

43642

23.8

22

24.8

22.7

24.4

23.1

22.4

22.6

23.9

22.7

2010

23

44323

22

22.3

23.3

22.9

23.6

23.2

23.2

22.8

23.2

22.9

2011

19

44952

21.5

22.3

24.5

23

24.1

22.9

23.8

22.8

23.6

22.9

2012

18

44977

21.2

22.1

23.7

23

22.4

22.9

23.4

22.7

22.8

22.8

2013

16

44676

22.3

22.2

23.4

23.1

24.3

23.1

22.4

22.9

23.1

23

2014

20

45305

20.5

22.1

21.8

23

22.6

23.1

22.8

22.9

22.1

22.9

2015

17

46,862

22.3

21.8

23.6

22.8

23.9

23

23.4

22.7

23.5

22.7

2016

35

64,145

18.5

20

20.9

21.2

20.5

21.3

20.7

21.3

20.3

21.1

 

ACT Composite Scores

AP SCORES: % of STUDENTS SCORED 3+

AP Statistics was offered every year while AP Geography was only offered every other year starting in 2011.

We strive to have a higher percentage of students scoring at least a 3 on their AP Statistics exams compared to the state and nation. 

AP Statistics: Last year, 6 out of 10 students scored a 3 or higher.  This year, 8 students are taking AP Stats.  Our goal is always 100% of students scoring a 3 or higher, but our SMART goal is listed as 6 out of 8 students scoring  3 or higher.

AP Geography:  In 2011, RRC’s mean score for Human Geography was 2.00.  In 2013, RRC’s mean score for Human Geography increased to 2.42.   In 2015, RRC’s mean score for Human Geography was 2.333.  6 out of 12 students scored a 3 or higher, which equals 50% of the students who took a test, which is a significant improvement from 33% in 2013 and 25% in 2011.  This year, 22 students are enrolled.  Our goal is 2.5 for a mean score and 51% of students receiving a 3 or higher.

Classes Offered for College Credit at RRC

Our goal is for at least ˝ of the graduating class to take a minimum of one of the classes listed below.

Concurrent Enrollment

·        Composition: Technical Writing (4 college credits)

·        Composition: Speech (4 college credits)

·        College Algebra (3 college credits)

·        College Literature(3 college credits)

Advanced Placement

·       AP Human Geography: alternating years (3-4 college credits)

·       AP Statistics (3-4 college credits)

Articulated Agreement

·       Automotive Class (up to 13 college credits) depending on college

o   MN-West Community and Technical College

o   Ridgewater Community and Technical College

o   Riverland Community College

o   Rochester Community and Technical College

o   South Central Community and Technical College

·       Potential credits for:

o   Introduction to Automotive Technology

o   Basic Engine Performance

o   Brakes

o   Starting & Charging Systems

o   Basic Electrical

Q-Comp

·        A quality compensation program and professional development for teachers

·        Staff meets weekly in Q-Comp cluster groups also known as Professional Learning Communities (PLC’s)

·        Teacher Leaders share teaching strategies in cluster groups

·        Effective, research-based teaching and learning strategies are shared and implemented across curricula

·        Our goal is to improve student academic achievement through data-driven decision making and professional development

 

 

STEPS TO IDENTIFY Q-COMP GOALS

 

In identifying, creating and implementing district and building goals, we follow these steps:

Step 1: We review existing district goals, including supporting district and state data as well as the district educational improvement plan and other plans (e.g., Title I, staff development).

 

Step 2: We review schoolwide results for all state accountability tests (MCA, MTAS, MOD) for All Students in reading, mathematics and science as well as other schoolwide standardized academic achievement tests.

 

Step 3: Based on the data review, we determine the academic content area focus and select a standardized assessment for the content identified.

 

Step 4: We select a measure of achievement defined by the standardized assessment and collect trend data.

 

Step 5: We identify the amount of reasonable increase within the goal period.

Step 6: We create a schoolwide student academic achievement SMART goal

In the 2015-2016 school year, our Q-Comp goals included:

Lamberton Building student academic achievement SMART Q-Comp Goal: 

Goal: The percentage of all students enrolled October 1 in grades 5, 8 and 10 at Red Rock Central School who earn an achievement level of proficiency on the standards on the Science MCA will increase from 62.8% in 2015 to 63.8% in 2016.

 

Results: We exceeded our goal and had 67 students out of 95 = 70.5% meet or exceed standards!

 

Jeffers Building student academic achievement SMART Q-Comp Goal:

Goal: Red Rock Central Elementary Students (Jeffers Campus) in grades 2 and 4 will raise their grade mean on the NWEA Science test by 1.0 points from fall 2015 to spring 2016.  This will support the Red Rock Central High School in achieving their Science site goal.

Result: Exceeded our goal.

2016-2017 Q-COMP GOALS

RRC Building student academic achievement SMART Q-Comp Goal: 

The percentage of all students enrolled October 1 in grades 5, 8, and 10 at Red Rock Central School who earn an achievement level of proficiency on the standards on the Science MCA will increase from 70.5%  in 2016 to 71.5% in 2017.

MULTIPLE MEASUREMENT RATING

Red Rock Central elementary

This school is currently designated as a REWARD school with an MMR of 73.74%.

Red Rock Central Secondary

Multiple Measurement Domain Summary

RRC secondary MMR percentile is 90.8%, which means RRC secondary is ranked in the top Ľ of the state for these four categories!

 

 

 

 

 

 

 

 

 

 

 

 

PRINCIPAL EVALUATION

Goal :

Ensure a high performing workforce by incorporating continuous improvement at all levels of the organization.

 

Improvement Objectives:

Implementation of the State Requirements for Principal Evaluation.

 

·       Aligned with Minnesota K-12 Principal Competencies

·       School as a Learning Community

·       Recognize the importance of a principal’s role in improving the culture of learning and connecting academic, social, emotional, and developmental growth for all students

·       Indicators of student growth will include standardized test data to meet accountability requirements

·       Evaluation Process is to provide feedback to promote a high level of performance and support their personal and professional growth

·       Support district continuous progress and connected to our school district improvement goals

·       Align building and district goals with the vision of the school district and community

·       Principal Evaluation occurs annually

 

TEACHER EVALUATION

The goal of RRC’s teacher evaluation system is to articulate expectations, assess performance in the instructional domain, and provide support for the development of high performing teachers capable of delivering outstanding education that improves the quality of teaching and learning.  Instruction is improved through self-assessment and reflection, individual and Q-comp cluster group goal setting and peer observations.

According to MN Statute 122A.40, Subd. 8, this is our teacher development and evaluation plan for Red Rock Central School District #2884, which was jointly agreed on by the local School Board and teachers union.

 

1)      Probationary teachers will be evaluated at least three times periodically throughout each school year and the first evaluation will occur within the first 90 days of teaching service.    

2)      The annual evaluation process will consist of a three-year professional review cycle for each teacher, which includes:

a.     Sixty-Five percent of three-year review includes:

i.        Individual Growth and Development Plan completed at beginning of each year

ii.      Annual peer observations

iii.    Annual self-rating regarding longitudinal data on student engagement utilizing the student survey

iv.   One summative evaluation performed by a qualified and trained evaluator such as a school administrator

b.     Thirty-five percent of three-year review includes:

i.        Annual growth data from assessments that are valid, reliable and aligned to state and local academic standards and measures of student growth

ii.      Teachers will use the curriculum’s standards in their own field to set their own goal to measure this 35%

 

3)      The evaluations will be based on professional teaching standards.

4)      Red Rock Central’s annual evaluation process will coordinate staff development activities with this evaluation process and teachers’ evaluation outcomes.

5)      The school district may set aside time during the school year for teacher collaboration.

6)      Mentoring programs may exist in the district.

7)      Teachers will have an option to develop and present a portfolio demonstrating evidence of reflection and professional growth, and include teachers’ own performance assessment based on student work samples and examples of teacher’s work as written in statute, but parameters will need to be approved by administration. 

8)      At the beginning of each year, each teacher will complete their own individual growth and development plan.

9)      Teachers will reflect, evaluate, and rate oneself annually using Charlotte Danielson’s Component 3C: Engaging Students in Learning using all four elements listed and utilizing the student survey. 

10)  Licensed, qualified and trained, school administrators will perform summative evaluations.

11)  Support will be given to teachers not meeting professional teaching standards, which includes a teacher improvement process with established goals and timelines.

12)  A teacher will be disciplined if the individual fails to make adequate progress in the teacher improvement process under clause (11).  Discipline may include a last chance warning, termination, discharge, nonrenewal, transfer to a different position, a leave of absence, or other discipline a school administrator determines is appropriate.

 

 

Goal 5: All Students Graduate

 

Our goal and expectation at Red Rock Central is and always has been for 100% graduation rate. 

 

We pride ourselves in providing the resources and support needed for every student to graduate and settle for nothing less than 100% graduation rate.

 

When high school students transfer into our school below credits of on pace graduation, we assist and work extensively to help them graduate.  Sometimes it takes these students an additional year to graduate and be college and career ready.  

Graduation Rate Trend, All Students

Year

Graduated %

Graduated Count

2009

100%

30

2010

98%

42

2011

97%

37

2012

100%

31

2013

97%

37

2014

100%

32

2015

96%

27